Reflecting on my Microteaching session, I see a strong parallel between the ideas explored in Arao & Clemens’ (2021) “From Safe Spaces to Brave Spaces” and the way we use voice in teaching. Their argument—that learning environments should not only be safe but also brave—resonates deeply with my exploration of voice, communication, and assertiveness.
In both my microteaching session and the case study I wrote, participants—educator peers and students alike—experimented with how vocal tone carries authority and intent (The Imaginary Ball Game) and how storytelling shifts when we change perspective (The Peeler Activity). These exercises moved them beyond passive speech into intentional, embodied communication, much like Brave Spaces push educators beyond neutral facilitation into active, engaged presence. Fostering voice awareness is essential for building “brave” communication—speech, presentations, and lectures that are not just present but truly heard, not just delivered but deeply engaging.
Brave communicators do more than just find their own voice—they empower others to find theirs. Assertiveness in communication isn’t about being the loudest in the room; it’s about speaking with confidence, clarity, and purpose. In the classroom, a teacher’s voice sets the tone for participation, dialogue, and inclusivity. When we model assertive, intentional speaking, we encourage students to do the same—to express themselves openly, challenge ideas, and engage critically without fear.
Moving forward, I want to deepen my exploration of how voice can transform the learning space. How can we train ourselves to harness vocal presence in a way that fosters engagement and trust? How do we help students build their own assertive voices? These questions guide my next steps – because if we want to create brave spaces, we need to start with brave voices.
References
Arao, B. & Clemens, K. (2021). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In: L.A. Landreman (ed.) The Art of Effective Facilitation: Reflections from Social Justice Educators. 2nd edn. Sterling, VA: Stylus Publishing, pp. 135–150.